Teacher-Coaches’ Awareness and Utilizations of Learning Theories

Abstract

Purpose: The purpose of this study was to explore teacher-coaches’ awareness and utilizations of educational learning theories within the conscious competence model of learning. Method: This study was framed with a qualitative constructivist exploratory case study design and used semi-structured interviews and member reflections to ask nine teacher-coaches from the United States about their understandings and use of learning theories. Results: Findings indicated that most teacher-coaches were either unconsciously incompetent, consciously competent, or unconsciously competent about their use of learning theories. Some teacher-coaches did not use learning theories because they drew upon their own personal experiences instead or due to participation and performance differences between classroom and athletic settings. Discussion/Conclusion: As a result, the findings corroborate previous research where coaches or teachers were unconsciously unaware of learning theories. Future research should aim to continue to try and further bring learning theories to the conscious awareness of teacher and coach preparation programs.